Adolescent Peer Relationships Research Articles

Bullying Perpetration: The Role of Child Abuse and Self-Esteem among Secondary School Students in Ile-Ife

The purpose of this study was to examine the influence of child abuse and self-esteem on bullying perpetration among secondary school students in Ile-Ife, Osun State. A multi-stage sampling technique was used to select 324 participants. They responded to the child abuse questionnaire, the Rosenberg self-esteem scale and the Adolescent Peer Relations Instrument. Findings revealed that self-esteem did not predict the three forms of bullying. The experience of physical and emotional childhood abuse predicted verbal, social and physical bullying, while sexual childhood abuse predicted social and physical bullying. Based on these results, it was recommended that parents should be conscious of corporal punishment and other activities that could lead or reflect as abuse and neglect on their children.
 
 Received: 21 June 2022 / Accepted: 26 August 2022 / Published: 2 September 2022

The relationship between negative peer relationship and non-suicidal self-injury in Chinese adolescents: A moderated-mediation model.

ObjectiveThe objective of the study was to investigate the mediating effect of regulatory emotional self-efficacy (RESE) between negative peer relationship and non-suicidal self-injury (NSSI), as well as the moderating effect of gender difference.MethodsA study of 578 Chinese adolescents (46.9% males, mean age = 16.32 years, SD =0.54) was conducted using the Child and Adolescent Peer Relationship Inventory, Regulatory Emotional Self-Efficacy Scale, and the Adolescent Self-Injury Questionnaire.ResultsNegative peer relationship was positively correlated with NSSI, and RESE was negatively correlated with negative peer relationship and NSSI. RESE mediated the association between negative peer relationship and NSSI. The first stage(predicting the effect of negative peer relationship on RESE) and the second stage (predicting the effect of RESE on NSSI) of the mediation effect of RESE were both moderated by gender. Specifically, compared with boys, the effect of negative peer relationship on RESE was stronger for girls, and the effect of RESE on NSSI was stronger for girls than boys.ConclusionNegative peer relationships may influence NSSI of adolescents through the mediating effect of RESE and the moderating role of gender.

Bullying on Nursing Students

Bullying on nursing students occurred in more than half of the population. The incidents of bullying left negative impacts on the victims physically, psychologically, and socially. This study identifies the bullying case on nursing care students during academic learning and the roles of the students when bullying occurred. This descriptive quantitative study applied a survey design. This study used Adolescent Peer Relations Instrument (APRI), distributed via Google Form. The respondents were nursing program students that selected convenience sampling. The sample applied some inclusion criteria: the students had to undergo face-to-face learning and online learning. The sampling stage resulted in 207 respondents from three grades. The study analyzed the data with univariate analysis, in the forms of percentages and frequencies. Verbal bullying occurred with a percentage of 31.4%, social bullying with a percentage of 12.16%, and physical bullying with a percentage of 2.32%. The researchers found that 151 respondents, 78.74%, were bullying victims. A percentage of 93.23% of respondents, 193 respondents were women. A percentage of 85.71%, 12 respondents out of 14 respondents, were male. A percentage of 0.96%, 2 respondents, committed the bullying action. A percentage of 45.89%, 95 respondents defended the victims. 100 respondents or 48.45% of participant in this study were outsiders when bullying happened. This study concluded that most students ever experienced bullying cases with the most incidents of verbal bullying. Most students played the role of outsiders during the incidents of bullying

Relationship Between Korean Adolescents' Dependence on Smartphones, Peer Relationships, and Life Satisfaction.

BackgroundIn recent years, the penetration rate of smartphones among Korean teenagers has increased, making it critical to clarify the influence of these devices on adolescents’ lives.ObjectiveThis study investigated the effects of smartphone dependence on peer relationships and life satisfaction among Korean adolescents.MethodsUsing the middle school panel of the Korean Children and Youth Panel Survey (KCYPS), longitudinal data of 2,250 participants (53.4% boys) at Grade 1 (Mage = 14.01, SD = 0.03) in 2018, Grade 2 in 2019, and Grade 3 in 2020 were analyzed to examine the causal relationships between smartphone dependence, peer relationships, and life satisfaction.ResultsThis study found that smartphone dependence had a longitudinal effect on negative peer relationships. Negative peer relationships had a longitudinal negative effect on early adolescents’ life satisfaction. Finally, negative peer relationships in early adolescents longitudinally mediated the relationship between smartphone dependence and life satisfaction.ConclusionsThis study showed that early adolescents’ dependence on smartphones negatively affects their social relationships and, in turn, negative relationships with peers hindered life satisfaction, suggesting that adolescents’ smartphone use should be guided and, when necessary, receive assistance to develop control of their smartphone use.

The Effects of Peer Relationships on Smartphone Addiction among Adolescents

Aim: This study is aimed at determining the effect of peer relationships on smartphone addiction among adolescents. 
 Material and Method: This cross-sectional study’s population was composed of students in the high schools of the Directorate of National Education in the city center of Batman province. For the sample, three high schools (3000 students) were selected by using the method of drawing lots in terms of the student intensity from the Provincial Directorate for National Education. The sample size was calculated as 707 students based on the power analysis. In the study, “Introductory Information Form”, “Peer Relationship Scale”, and “Smartphone Addiction Scale” were used. The data collection process took place between May 2018 and June 2018. Percentage distribution, mean, independent samples t-test, analysis of variance, Kruskal-Wallis and regression analysis were employed to assess the data. 
 Results: The participants’ total mean scores were 45.61±11.93 in Peer Relationship Scale and 28.93±12.61 in Smartphone Addiction Scale. Peer relationships of the adolescents influenced smartphone addiction at the rate of 38% (p˂0.05).
 Conclusion and Recommendations: It was concluded that peer relationships and smartphone addictions of the adolescents were moderate. Peer relationships of the adolescents affected smartphone addition. In the study, it is recommended to inform the students and to organize trainings by the psychiatric nurses to increase the peer relationships of adolescents and decrease their smartphone addiction.

Getting under the skin: long-term links of adolescent peer relationship difficulties to adult vagal tone.

Understanding whether and how the absence of positive relationships may predict longer-term physical health outcomes is central to building a working conceptual model of the interplay of social and physical development across the lifespan. This study sought to examine the extent to which difficulties establishing positive social relationships from adolescence onward serve as long-term predictors of low adult vagal tone, which in turn has been linked to numerous long-term health problems. A diverse community sample of 141 individuals was followed via multiple methods and reporters from age 13 to 29. Across this span, social relationship quality was assessed via close friend and peer reports, observations of romantic interactions, and self-reported romantic relationship satisfaction. A range of potential personality and functional covariates was also considered. Vagal tone while at rest was assessed at age 29. Adult vagal tone was predicted across periods as long as 16years by: adolescents' difficulty establishing themselves as desirable companions among peers; early adults' inability to establish strong close friendships; and lack of warmth in romantic relationships as an adult. Poor early adult friendship quality statistically mediated the link from adolescent peer difficulties to adult vagal tone. A range of potential confounding factors was examined but was not linked to vagal tone. Within the limits of the correlational design of the study, robust connections between adult vagal tone and social relationship quality from adolescence onward suggest at least a possible mechanism by which relationship difficulties may get 'under the skin' to influence future physiological functioning.

Perceived Peer Relationships in Adolescence and Loneliness in Emerging Adulthood and Workplace Contexts.

BackgroundA common life-course hypothesis is that negative early-life experiences contribute to poor health in later-life. However, little is known about perceived peer relationships during adolescence and the feeling of loneliness in emerging adulthood. This study explores the perception of adolescent peer relationships in a school context and its association with loneliness in adulthood and in workplace contexts.MethodsThis study used data from a cohort sample of 2,520 adolescents from the Taiwan Youth Project (N = 2,520), consisting of eleven waves of data collected from 2000 to 2017. Major measures included the Loneliness Scale (6-item de Jong Gierveld short scale) and perceived peer relationships (classroom cohesion and perceived popularity among classmates) in middle school. Multivariate multinomial logistic regressions were used to estimate the associations of perceived peer relationships during adolescence and workplace characteristics with loneliness in adulthood.ResultsPositive perceived peer relationships in adolescence were significantly related to decreased risk of serious social loneliness [Relative risk ratios (RRR) 0.70, 95% CI: 0.58–0.85] and severe social/emotional loneliness (RRR = 0.76, 95% CI: 0.63–0.91) in adulthood. Workplace satisfaction was a protective factor of severe social/emotional loneliness in employed adults.ConclusionAdolescents who perceived peer relationships in middle school as positive were less likely to report social and emotional loneliness during adulthood. Satisfaction in the workplace characteristics was also associated with lower risk of loneliness in adulthood. Theoretical and policy implications are discussed.

In the eyes of adolescents, is the pandemic an obstacle or a gain? A qualitative study based on the ecological theory

PurposeThis study was conducted to find out how the COVID-19 pandemic affects the lives of adolescents and their expectations about the future. MethodsData for the study was collected using a descriptive qualitative research design. The sample included 24 adolescents between the ages of 15 and 17, who were recruited according to the purposive sampling method. The research questions and results were structured according to the Bronfenbrenner's Ecological Theory. Data were collected until saturation was achieved. NVivo 12 program was used to organize the data. The transcribed data were analyzed using the inductive thematic analysis method. FindingsAccording to the adolescents' views on the pandemic, were identified twelve sub-themes connected to four main themes and twenty-four metaphor themes in accordance with the Ecological Theory. These were (a) Microenvironments, (b) Education and social life, (c) Ecological lifestyle, (d) Future expectations, and (e) metaphor themes about COVID-19. Moreover, adolescents reported negative opinions on all metaphors.Implications for practice: The restrictions applied as measures of control to the global pandemic mostly negatively affected the family and peer relations of adolescents, their academic and social lives, and their expectations about the future. This study demonstrates that it is possible to monitor the psychosocial development of adolescents according to the Ecological Theory. Implications for researchSimilar studies may be conducted based on the Ecological Theory to evaluate the development of adolescents after the pandemic.

Interpersonal racism and peer relationships: An integrative framework and directions for research

This paper presents a call for research to examine how interpersonal racism shapes and is shaped by peer relationships in adolescence. Prior research has primarily focused on individual experiences of interpersonal racism and their effects on individual adjustment. Moreover, this work has mostly relied on static indices of the peer context, which has hampered our ability to understand interpersonal mechanisms of racism in a larger peer system. We propose a conceptual framework that examines how interpersonal racism occurs in peer relationships by identifying (1) the multiple types of interpersonal racism perpetrated in peer relationships, (2) the peer consequences of interpersonal racism, and (3) the multiple roles that peers may play in interpersonal racism. This framework integrates culturally- and intergroup contact-informed models with peer relationship models to chart a comprehensive account of the antecedents and mechanisms through which interpersonal racism is embedded and unfolds in peer relationships. Carefully understanding these complex issues is necessary to advance developmental theory and research on challenges and opportunities of intergroup peer relationships and to design more effective interventions to help reduce interpersonal racism and enhance positive intergroup peer relationships in adolescence.

Understanding and supporting peer relationships in adolescents with acquired brain injury: A stakeholder engagement study

ABSTRACT Peer relationship difficulties in adolescents with acquired brain injury (ABI) are under-recognized and targets for intervention are unclear. From a social constructionist position, this study aimed to engage with stakeholders to develop a collaborative understanding of peer relationship difficulties in adolescents with ABI and seek consultation on what might be required to improve them. Focus groups and semi-structured interviews were conducted with four stakeholder groups: adolescents with ABI (n = 4); parents of adolescents with ABI (n = 7); adults who sustained an ABI in adolescence (n = 2); and specialist practitioners (n = 3). Qualitative data were analysed using thematic analysis. The analysis yielded 11 themes, grouped into two domains. The first, understanding peer relationship difficulties, included themes from “exclusion and a need to belong”, to “loss of past self”. The second, supporting peer relationships, comprised themes of “building understanding” and “meaningful social connection”, amongst others. A logic model of stakeholder experiences of peer relationship difficulties was constructed. Difficulties with peers can increase vulnerability to feelings of loneliness, shame, and hopelessness for adolescents post-ABI. Stakeholders described that a meaningful intervention would be multi-layered, targeting change within the adolescent's environment and within the adolescent themselves. The presented logic model provides a framework for future intervention development.

발달장애 아동⋅청소년의 사회성, 정서지능, 자기표현이 또래관계에 미치는 영향

Objectives The purpose of this study is to identify the characteristics of sociality, emotional intelligence, self-expression, and peer relationship according to the degree of disability and treatment area of children and adolescents with developmental disabilities, and at the same time examine the relative influence of related variables on the peer relationship.
 Methods This study conducted a questionnaire survey on children and adolescents with developmental disabilities between the ages of 3 and 18, centering on 4 private treatment centers and 2 facilities dedicated to disability in D Metropolitan City. Reliability analysis, frequency analysis, F-test, descriptive statistical analysis, correlation analysis, and hierarchical regression analysis were performed using SPSS 25.0 program after coding and data cleaning process.
 Results First, looking at the average of related variables of children and adolescents with developmental disabilities, social performance and emotional intelligence were 3.30 and 3.27, respectively, above the average at 5-point Likert. Second, as a result of correlation analysis of the relevant variables in this study, all sub-variables of sociality and emotional intelligence showed a significant positive correlation, and for the total self-expression, negative self-expression and non-verbal self-expression showed a significant negative correlation as a sub-factor. Third, as for the relative influence of related variables on the peer relationship, the degree of disability, the control variable in Model 1, had an effect on the peer relationship.
 Conclusions First, it is necessary to improve social performance and emotional intelligence in order to adapt well to school life and improve peer relationships of children and adolescents with developmental disabilities. In order to understand other people s emotions and to manage emotions well, active special education is needed at school and at home. Second, in school education or special treatment education, a planned social-emotional learning opportunity should be provided suitable for the starting stage and life age.

The Role of Emotional Intelligence in Predicting Peer Relationships in Adolescents

The aim of the research is to determine how much peer relationships are explained by emotional intelligence in adolescents. For this purpose, 539 (283 female+256 male) adolescent individuals participated in the study. “Personal Information Form”, “Trait Emotional Intelligence—Adolescent Questionnaire Short Form (TEIQue-ASF)” and “Friendship Qualities Scale” were used as data collection tools in the research. The data collected online were coded and transferred to the SPSS program, and descriptive statistics, Pearson correlation and Regression techniques were used in statistical analysis. In the study, the level of significance was taken as p < .001. According to the results of the analysis, it was determined that there was a positive, significant and low-level correlation between emotional intelligence and peer relationships (r = .283, p = .000). As a result of the regression analysis, in Model 1, TEIQue-ASF explained 7.8% of the total variance of Friendship Qualities; In Model 2, on the other hand, TEIQue-ASF explained 12.7% of the total variance regarding Friendship Qualities, the variables of gender and playing in the school team. As a result, it can be said that emotional intelligence is an important factor for peer relationships in adolescents.

Proposal for a short version of an international questionnaire to detect bullying: adaptation to Argentine Spanish language and exploratory factor analysis.

Bullying encompasses intentional intimidation, abuse, and physical or psychological harassment behaviors by a student (bully) against another student (victim) repeatedly. It includes physical and verbal abuse, social exclusion, and cyberbullying. Victims miss school more often and have a higher risk for somatic symptoms, anxiety, depression, and suicide. Although the Adolescent Peer Relations Instrument (APRI) is a bullying screening questionnaire (19 items) validated in Spain in 2016, there was no validated instrument available in Argentina. To obtain a short version adapted to Argentine Spanish of the APRI. The APRI, a questionnaire to screen for bullying among adolescents, was cross-culturally adapted to Argentine Spanish language and then questionnaire items were reduced by a mathematical process (exploratory factor analysis) and a conceptual process (expert committee). Participants were adolescents aged 13-17 years who were attending secondary public schools in the city of Boulogne Sur Mer, San Isidro, province of Buenos Aires. A short questionnaire version made up of 14 items divided into 2 dimensions (physical abuse and social and verbal victimization) was obtained. The resulting short questionnaire is semantically equivalent to the original version and also has adequate apparent and content validity.

Investigation of the Effect of Social Emotional Learning on Peer Relationships of Adolescents

Adolescence is a critical period in which significant developments occur in social-emotional learning skills and peer relationships. Therefore, it will be important to know which variables are effective in social-emotional learning skills and peer relationships and to determine whether there is a relationship between these two skills. This study is a cross-sectional field study based on the model of the quantitative descriptive survey. The research group of the research consists of 364 students between the ages of 14 and 18, those who are located in the Provincial Center, those who are associated with Bilecik Provincial Directorate of National Education in Turkey within the 2019-2020 Academic Year and those who continue their high school education. For the research data, Social-Emotional Learning Scale developed by Totan (2018) and Peer Relationships Scale developed by Kaner (2000) and personal information form about students were used. As a result of the findings, it was found that adolescents had the highest score in the sub-dimensions of responsible decision-making and commitment and the lowest in self-disclosure and loyalty. Self-awareness and relationship skills, which are the sub-dimensions of social-emotional learning, affect the peer relationship. Besides peer relationship was found to be positively associated with social-emotional learning.

Parental Attachment and Peer Relationships in Adolescence: A Systematic Review.

According to attachment theory, children’s early experiences with their primary caregivers, in terms of protection and security, are the basis for socioemotional development and for the establishment of close relationships throughout their lives. During adolescence, friends and peers become a primary developmental environment, and thereby establishing quality bonds with peers will foster good psychological adjustment. The aim of the present study was to review the evidence on the relation of parental attachment to the quality of peer relationships during adolescence. A systematic review was conducted according to the recommendations of the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. The search was performed in the PsycInfo, Scopus, and Web of Science (WOS) databases. Inclusion criteria were studies published since 2001, in English, that are academic publications in scientific journals, that explore adolescence, and that analyze the relationship between attachment styles and adolescent peer interactions. The search resulted in 1438 studies, of which 19 studies met the criteria and were included in the review. The results highlighted that secure attachment predicts and promotes the creation of affective relationships with peers and friends based on communication, support, intimacy, trust, and quality. In addition, some variables, such as gender differences or family characteristics, were found to be involved in attachment and provide a better understanding.

Влияние детско-родительских отношений на социометрический статус старшеклассников в группе сверстников

The investigations of psychological problems of family relations and their impact on the child and adolescent peer relationship are especially important for high school students who are on the verge of adulthood. The article presents the overview of the Russian and foreign publications, and the results of the empirical study of parent-child relationship impact on the peer sociometric status of high school students. The empirical study involved 106 participants: 53 tenth grade students aged 15 to 16 (M=15,8), including 24 girls and 29 boys, and their mothers (N=53) aged 37 to 43 years old (M=40,4). Methods used: sociometric test (J. Moreno); “Adolescents about Parents Questionnaire” (ADOR/POR); questionnaire for parents “Analysis of family relationships” (AFR). The results obtained allow us to state that high school students with the high sociometric status are less likely to encounter manifestations of directiveness, hostility, and distancing from their parents. It is noted that the low sociometric status of students is largely associated with such disharmony of parenting styles as hypoprotection and abuse.

Verbal Bullying Body Shaming Behavior and Self-Confidence among Teenage Students in Indonesia

Background: Verbal bullying and body shaming are common phenomena among high school students. Verbal bullying can affect students’ confidence. Therefore, the aim of this study was to analyze the relationship between verbal bullying, body shaming behavior, and student self-confidence. Methods: The study used a cross-sectional design, 267 students in one of the senior high schools in Sidoarjo, Indonesia were selected by cluster sampling. Bullying behavior was measured by the Adolescent Peer Relations Instrument (APRI) and the Objectivity Body Consciousness Scale (OBC). Those two variables were tested by the Spearmen Rho analysis test. Results: The results showed that most of the verbal bullying and body shaming behavior was in the moderate category (93.3%) while most of the high school students had low self-confidence (65.2%). The Spearmen Rho test indicated that the value of r= -0,230, ρ=0,001 (ρ<α=0,05), means that there is a low correlation between verbal bullying body shaming behavior, and self-confidence. Conclusions: The implication of this study shows that the higher verbal bullying and body shaming the lower the high school students’ self-confidence. There are many factors that can influence students to increase their self-confidence also to prevent verbal bullying and body shaming action, one of them is individual counseling which students take counseling together both with the teacher and the parents.

BULLYING, VICTIMIZATION, AND REJECTION SENSITIVITY IN ADOLESCENTS: MEDIATING ROLE OF SELF-REGULATION

Objective: To explore the mediating role of self-regulation in bullying, victimization as related with rejection sen­sitivity among adolescents. Methodology: This cross-sectional research was conducted at the Department of Psychology, University of Gujrat after taking approval from Advanced Studies and Research Board. In first phase, Self-Regulation Questionnaire (SRQ) and Rejection Sensitivity Questionnaire (RSQ) were translated into Urdu language by forward-backward translation method after taking permission from their respective authors. For pilot-testing, these scales were ad­ministered on 130 students and scales were found to be reliable with a=0.83 and a=0.85 respectively. In second phase, Urdu version of Adolescent Peer Relations Instrument (ARRI) by Parada, SRQ, and RSQ were administered to a sample of 608 college students. Stratified Random Sampling technique was use to collect the data. The data was analyzed in AMOS-21. Results: The study reported male as 330, and female as 278, age range between 16 to 19 years with mean of 17.60±0.83 years. The model fit indices of chi-square/df =2.2 (p<0.001), Goodness of fit (GFI)=0.94, Adjusted goodness of fit (AGFI)=0.91, Comparative fit index (CFI)=0.904, Incremental fit index (IFI)=0.906, Tucker Lewis index (TLI)= 0.88 and Root Mean Square Error of Approximation (RMSEA)=0.046 were in the acceptable limits. Structure Equation Model in AMOS-21 showed significant mediating role of self-regulation with bullying, victimi­zation and rejection sensitivity among adolescents. Conclusion: Self-regulation has fully and significantly mediated the association of both bullying and victimization with the level of sensitivity for rejection in adolescents.

When friendships surpass parental relationships as predictors of long-term outcomes: Adolescent relationship qualities and adult psychosocial functioning.

Perceptions of adolescent-parent and adolescent-peer relationship qualities, and adolescents' attachment states of mind were examined as predictors of adult social and romantic relationship quality, depressive symptoms, and work performance. Adolescents (86male, 98 female; 58% White, 29% African American, 8% mixed race/ethnicity, 5% other groups) were followed from age 13 to 24 via observational, self-, parent-, and close friend-reports. Adolescent close friendship quality was a significantly better predictor of adult peer and romantic outcomes, work performance, and depressive symptoms than parental reports of the parent-teen relationship; attachment security was also a strong predictor of numerous outcomes. Results are interpreted as reflecting the difficulty for parents judging parent-teen relationship quality and as reflecting the growing importance of close friendships during this period.

The Impact of the Magnitude of the Group of Bullies on Health-Related Quality of Life and Academic Performance Among Adolescents

This study examines the consequences that physical and verbal/social victimization by peers and the magnitude of the groups of bullies have on academic performance and the psychological and social domains of Health-related Quality of Life (HRQoL). 1428 secondary school students in the south-east Spain completed the Spanish version of the “Adolescent Peer Relations Instrument-Bullying” and “KIDSCREEN-52” questionnaires in order to analyse, respectively, peer victimization and the psychological and social domains of HRQoL. Data on sociodemographic characteristics and academic achievement was also collected. Findings emphasise the potential of peer victimization in all its forms as risk factors explaining poor HRQoL in psychological, social and emotional domains. The number of bullies was an imponent and significant risk factor that explains a worse HRQoL in the five socio-psychological dimensions studied (Odds Ratio 4.08, Odds Ratio 9.25, Odds Ratio 4.69, Odds Ratio 2.91, Odds Ratio 11.92). Nevertheless, peer victimization rarely seems to affect academic achievement. Results suggest that much of prevention and intervention are still needed to reduce peer victimization, focusing on large bullies’ groups and their harmful impact on adolescent’s HRQoL.